1st Grad Assignment

1. As a third grade teacher I give many assignments. I have picked a
few writhing and reading assignments to share with you for this
assignment.
 Construct 2 compound sentences and label its parts
 Eliminate the fragment sentences in the paragraph
 Change the fragments into complete sentences
 Summarize major parts of nonfiction text
 Organize events logically
 Read daily

2. When I reflect on my list of task, I see a lower level of thinking and teaching
with these assignments. With any student you have to start off with the
smallest form but you hope throughout the year that you build to higher
levels. I believe that I use a lot the Information process theory. I say this
because I believe that my student’s mind sometime work like a computer like
the chapter states. Their computer works a little differently though. Students
input the information, they process it for that time, and then once they
output the information it is gone. I think that the way the tasks are
presented can change this thinking. The strategies in the next section could
enrich and enhance the learning and retaining of the important information
being taught.

3. Three learning strategies stood out to me after reading this chapter. These
strategies tie in to what I do in my classroom now but they also give so much
room to grow and enhance when using them. Each of these strategies has
something in common. They allow the students to take a more active roll in
the assignment that is given. Teacher and students are able to discuss and
collaborate together. These are ways I would like to see my students learning
and I as a teacher enhancing my teaching style.

4. When I read this the first thing that came to mind was
conversation.
This learning strategy promotes that between the student
and teacher.
The task of explaining the topic or assignment is now
shifted to the student.
Conversation is open between the student and teacher
giving the student more of a chance to be involved.
This would affect my teaching in a positive way.

5. This could be applied in many aspects of my classroom and
teaching because of the requirement to discover the rule behind
the concept. Students could ask the question of why? Why do
compound sentences need conjunctions? Why are organizing
events logically important? Questioning the rules opens the topic
up for conversation. It also gives the student the urge to find out
the answer. Which is what a teacher wants with
inquiry/discovery learning to discover the rules to things that are
being taught. Both student and teacher are able to give
feedback.

6. • Students have a new and different way to present their
findings.
• Students could break down the rules and concepts of their
topic and put them in a Web essay.
• They could use graphics on their Web essay showing events
out of order and how it changes the outcome.
• The students are learning new technology skills while enriching
their work as well.

7. Case base learning allows a teacher to open the classroom
so that students can collaborate with each other.
Students would be able put themselves in realistic
situations and generate their explanations to the situation.
Case base learning affects my expectations of my student’s
work.
Students will be expected to develop the ability to
expand on their responses.

8. I would be able to apply case base learning in my literacy time
with novel studies and their daily reading task.

9. • Students could use the Internet to research the era
and location of the story.
• Pictures of the story’s setting, and video of other
people’s take of the story could also be used to
enrich their character perception.
• Each one of these technology enhancements
unlocks the doors to more facts, help, and feedback
for the students.

10. This is my favorite learning strategy.
I feel that collaborative shows students how to work as
partners or a team.
This style of learning takes you out of the cookie cutter
phase of learning and teaching.
The students take on the construction of the assignment.

11. Collaborative learning would work best with the task of
persuasive writing. Students could work in pairs or groups
and try to persuade the other groups to see their point just
like in a debate. This collaborative learning lets students
see other’s viewpoints and learn how to work with others
opinions and suggestions. I’ve used this activity in my class
many times with persuasive writing. Students enjoy the
time with their classmates. They feed off one another and
help each other to build strong points and details.

12. • Students to pair off and make a cartoon strip
or storyboard to present their paper.
• Fun and interesting way to present a persuasive
paper
• Adding funny characters or giving their point in
a story could persuade others to see their side
on the issue.

13. “ Mills, 2006”.
Mims(July 11, 2012). Clif’s Notes*Professor Blog+ http://clifmims.com/blog/